dc.contributor.author | Jørgensen Olsen, Thomas Mangor | |
dc.contributor.author | Mehus, Ingar | |
dc.date.accessioned | 2022-11-25T08:02:45Z | |
dc.date.available | 2022-11-25T08:02:45Z | |
dc.date.created | 2022-04-28T09:12:58Z | |
dc.date.issued | 2022 | |
dc.identifier.citation | Education Sciences. 2022, 12 (2), . | en_US |
dc.identifier.issn | 2227-7102 | |
dc.identifier.uri | https://hdl.handle.net/11250/3034001 | |
dc.description.abstract | The purpose of this study was to examine the relationship between differential achievement goals and self-regulated learning, as well as motivational mechanisms’ consequences for performance in physical education. This was done by using the 2 × 2 achievement goals framework, and the cyclical model for self-regulated learning. The participants (N = 571, 51.7% girls) were physical education students in grades 11–13 from two upper secondary schools in Norway. A cross-sectional questionnaire was conducted, and data were analysed with a multiple-regression-based structural equation model. The modified structural model yielded an adequate fit (X2 = [df = 124] 429.79, p < 0.01; RMSEA = 0.07; CFI = 0.93), and results revealed that achievement goals have consequences for students’ self-regulation in physical education. More specifically, mastery goals have a positive association with self-regulation, whereas performance avoidance is found to have a negative association. Further, the results support claims that self-regulated learning plays a role in students’ performance. Finally, the model showed that self-regulation mediates the relationship between mastery approach goals and performance avoidance goals in relation to performance. | en_US |
dc.language.iso | eng | en_US |
dc.publisher | MDPI | en_US |
dc.rights | Navngivelse 4.0 Internasjonal | * |
dc.rights.uri | http://creativecommons.org/licenses/by/4.0/deed.no | * |
dc.title | Students’ Performance in Physical Education: The Role of Differential Achievement Goals and Self-Regulated Learning | en_US |
dc.title.alternative | Students’ Performance in Physical Education: The Role of Differential Achievement Goals and Self-Regulated Learning | en_US |
dc.type | Journal article | en_US |
dc.type | Peer reviewed | en_US |
dc.description.version | publishedVersion | en_US |
dc.source.pagenumber | 14 | en_US |
dc.source.volume | 12 | en_US |
dc.source.journal | Education Sciences | en_US |
dc.source.issue | 2 | en_US |
dc.identifier.doi | 10.3390/educsci12020142 | |
dc.identifier.cristin | 2019699 | |
cristin.ispublished | true | |
cristin.fulltext | original | |
cristin.qualitycode | 1 | |